Instructional Strategist I: Mild Moderate

Instructional Strategist II: BD/LD

Instructional Strategist II: ID (MD)

Student Characteristics

All students identified with Behavioral and Learning Disabilities Mild, Moderate and Severe; including students diagnosed with Autism and Spectrum Disorder

All students with Mental Disabilities Mild, Moderate and Severe; including students diagnosed with Autism and Spectrum Disorder

Adaptive Behaviors Needs

May have some limitations in various aspects of adaptive behavior (conceptual skills, social skills, and practical skills)

Same as Strategist I for students with mild and moderate behavioral and learning disabilities and…

May have significant limitations in social skills and some conceptual skills.

Same as Strategist I for students with mild and moderate mental disabilities and…

May have significant limitations in many areas of adaptive behavior (conceptual skills, social skills, and practical skills)

Placement

Any

Any. May include a more restrictive setting due to behavioral issues and more intensive student teacher ratio.

Any. May include a more restrictive environment due to curricular modification, behavioral concerns and more intensive student teacher ratio.

Teacher Skills

Assessment

Assessment similar to that of general education peers. Adaptations and accommodation to daily assessment.

Same as Strategist I for students with mild and moderate behavioral and learning disabilities and…

May include a wide variety of non-traditional assessment types (work samples, portfolio, task analysis, ecological inventories etc.) utilized with students with significant disabilities.

Same as Strategist I for students with mild and moderate mental disabilities and…

May include a wide variety of non-traditional assessment types (work samples, portfolio, task analysis, ecological inventories etc.) utilized with students with significant disabilities.

Students assessed under that Alternate Achievement Standards must have their programs coordinated by a teacher licensed with a K-12 Strategist II: ID (MD)

Curriculum

Adaptations and accommodations to the same general education curriculum as students without disabilities.

Same as Strategist I for students with mild and moderate behavioral and learning disabilities and…

May involve significant modifications to the general education curriculum. For example, selecting a few benchmarks of the curriculum and modifying the instruction to meet the functional needs of the student.

Same as Strategist I for students with mild and moderate mental disabilities and…

May involve significant accommodations and modifications to the general education curriculum. For example, selecting a few benchmarks of the curriculum and modifying the instruction to meet the functional needs of the student.

Augmentative Communication

General understanding of various communication devices and systems.

Extensive understanding of the use and development of augmentative communication devices and systems.

Extensive understanding of the use and development of augmentative communication devices and systems.

Technology

Involved in low technology supports or devices for students with disabilities. Which may be considered strategies, adaptations, and accommodations to environment and curriculum (e.g . math manipulatives, contrasts aids, and checklists)

May involved extensive use of higher levels of technology support and development of an Assistive Technology Intervention Plan (Communication devices, activation switches, alternate access aids, aids for daily living, etc.)

May involved extensive use of higher levels of technology support and development of an Assistive Technology Intervention Plan (Communication devices, activation switches, alternate access aids, aids for daily living, etc.)

Behavior Management

Preventive and supportive strategies with some involvement with corrective strategies. Mainly involved in Primary and Secondary tiers of Positive Behavior Supports, but may be involved in all tiers. May utilize functional behavior analysis

May include preventive, supportive, and corrective strategies. Involved in all tiers of Positive Behavior Supports. Potential for extensive use of functional behavior analysis and behavior intervention plans.

May include preventive, supportive, and corrective strategies. Involved in all tiers of Positive Behavior Supports. Potential for extensive use of functional behavior analysis and behavior intervention plans.